CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Framework

The following theories are needed to clarify some concepts or terms applied in this

research in order that the writer and the reader may have the same perception.

A.1 Writing

Writing is a medium communication that represents language and emotion with signs

and symbols. Writing is a tool used to make languages be read. By writing they will get

more information, knowledge and science.

Writing is the expression of language in the form of letters, symbols, or words1. The

primary purpose of writing is communication. People have used m any tools for writing

including paint, pencils pens, typewriters, and computers. The writing can be formed on

the wall of cave, a piece of paper, or a computer screen.

Writing is the organization of our sentences into a text, into a coherence whole which

is as explicit as possible and complete in itself, that are able to communicate successfully

with our reader through the medium of writing2

Langan said that writing is a process of discovery that involves a series of steps, without

practice people can think that writing is difficult3. In other explanation, writing encourages

students to focus on accurate language use because they think as they write, it may well

provoke language development as they resolve problems which the wring puts

1 Utami Dewi. 2010. How to write. (Medan: La TansaPress). P.2 2 Donn Byrne. 2002. Teaching Writing Skill. (Singapore:Logman).p.1 3John Langan, 2005. collage writing skills with readings-6thEd., (New York: McGraw-Hill), p.12.

into their minds4. When writing, students frequently have more time to think than they do

in oral activities. Student can go through what they know in their minds and event consult

dictionaries, grammar books, or other reference material to help them.

In Holy Al-Qur’an also explain about writing. Allah said in the holy Qur’an Al-Qalam

verse

(١ن والقل وما يسطرون )

Meaning: 1. Nun, by the pen and the (record) which (men) write.5

Based on this verse Allah SWT order human to write writing is on of important skill

for human. Writing is one of ability human to communicate each other.

A.2 Writing Process

Luman argues that there are five steps of writing process, they are prewriting, drafting,

revising, editing, and publishing. 6

1) Prewriting

Prewriting is the first step of the writing process. Prewriting is something you do before

you write a paragraph, essay or other written work. The purpose of the prewriting step is

to find a topic for writing, to collect ideas and information. There are many different types

of prewriting such as: listing, freewriting, and word map.

a. Listing

Listing is when you write down every idea that comes to you about the topic

given.

4 Harmer, Jeremy. 2004. How To Teach.( England: Pearson education) 5 Departemen Agama RI Al-Qur’an dan terjemahan, Syaamil Al-Qur’an special for women Al-Qur’an

(68:1),p.564 6 Abdul Rohim.2017. Essay Writing How To Write An Essay. (Yogyakarta: Budi Utama).P.2

b. Freewriting

Freewriting is when you write everything you can think quickly and without

stopping, don’t worry about grammar and punctuation.

c. Word mapping is another type of prewriting. it can help you think of many ideas

for your writing and see the connection between the ideas. You can write the

topic in the middle, draw the circle around it, and draw a line to connect the

circles.

2) Drafting

Drafting is the second stage of the wring process. Now you already to start your writing.

At this stage, you should write a complete first draft using your notes from prewriting as a

guide the purpose in drafting is to have a complete draft, not a perfect one, so don’t worry

about making mistakes, just get your ideas down on paper using sentence and paragraphs.

As you are writing, you will probably think of new ideas. Add those to your draft.

3) Revising

Revising is the third stage of the writing process. In fact,, to revise means literally to

“re-see” or “re-look” at your writing. A first draft can always be improved. When you revise

a draft, you make changes to it. Revising includes adding, cutting, moving, or changing

information in order to make the ideas clearer, more accurate, more interesting, or more

convincing.

a. Read your draft. As you read your draft, ask yourself questions about the most

important ideas. Make the ideas clearer, more accurate, and presented in the best

way.

b. Mark your changes. What changes do you want to your draft? Use your revising

marks or special features in your computer’s word-processing program to show

your changes.

4) Editing

Editing is the fourth stage of the writing process. After you revise your draft for content,

it’s time to check your draft for mistakes to make sure that there are no errors in grammar,

punctuation, and spelling.

a. Check your sentence. When you edit, check your sentence are clear, complete,

and correct.

b. Check for mistake. You can also check errors in capitalization,, punctuation,

grammar, and spelling

c. Make your corrections. Don’t forget to make corrections when you find them in

your document.

d. Make a final copy. Rewrite your work and make the corrections you found

5) Publishing

This is the last stage of the writing process. In this stage, after corrected your work,

share it with others. The purpose of publishing is to share and celebrate your finished

products. When you publish your writing, it means that you produce a clean, neat final draft

that is free of error.

A.3 Genre of Writing

Genre is a kind of text or writing work itself. It views that language (writing form) must

be related to social function. Social function of the text then implies a certain social

environment and place where and when the text is used.7

There are various genres of text: Narrative, descriptive, Procedure, recount,

Explanation, Analytical Exposition, Hortatory Exposition, Report, anecdote, Spoof,

review, and News.

A.4 Elements of Writing

There are five elements of good writing. Purpose, audience, clarity, unity, and

coherence.

1) Purposes

Writers to stay focused on their topic, they must understand the purpose that they

are trying to accomplish. The purpose is the goal the writer is trying to achieve.

2) Audience

The second element of good writing is to keep your audience in mid as you write.

The term audience refers to the readers. Good writers know who their audience is

before they start writing. Good writers keep their audience in mind as they write

every sentence in their paragraph.

3) Clarity

Clarity refers to how easy it is for the reader to understand your writing. Good

writers explain their points clearly. Clear sentence are not vague or indirect, they

get the point across to the reader by using specific language.

4) Unity

7Dirgeyasa.2014. College Academic Writing: a Genre-Based Perspective. (Medan: Unimed Press).

P.xvii

Unity in paragraph means that all the sentence are related to the topic sentence and

its controlling idea. Good writers stay on topic by making sure that each supporting

sentence relates to the topic sentence.

5) Coherence

A piece of writing has coherence when all of the ideas are organized and flow

smoothly and logically from one to the next. When a paragraph or essay has

coherence, the reader can follow the main ideas more easily.8

A.5 The purpose of writing

The purpose of writing that stated by Nancy in her book are:

a) To think on paper and organize thoughts. You may write things down to help you

remember them, or to learn new material, or to help you think through a problem or

issue. Usually the personal writing you do for this purpose; notes, outlines, free

writing, journals, memos to yourself will be meaningful and useful to you rather

than to another audience.

b) To inform when you write to inform, you want your audience to understand a

concept, procedure, or fact. You may write to teach your audience (such as writing

instructions for a friend who will take care of your pets while you are on vocation),

to demonstrate your knowledge (such as writing an exam), or to explain how to use

a piece of equipment at work.

c) To persuade. When you write to persuade, you want to convince your audience to

act or believe in a certain way, you want them too agree with you. You may write

a personal letter urging a friend to move to a new house, or you may write an

8 Ibid.P.40

evaluation of an employee, asking for a higher salary for that person. In collage you

may write an essay arguing that one view of history is more valid than another.

d) To entertain.. you may write to entertain your audience, to make them laugh, to tell

them a story. You want your audience to enjoy what you have written. A letter to a

friend may describe in an amusing way your problems learning to use a computer.9

e) To persuade. The writing might give reason the characteristic about something to

persuade the readers to think or act a particular way.

f) To entertain. The writing might be a funny story about what it is like.10

A.6 Paragraph

A paragraph is a collection of related sentences dealing with a single topic. A paragraph

has three major structural parts namely, topic sentence, supporting sentence, and closing

sentence. The topic sentence tells the main idea of the paragraph. It is usually the first

sentence in the paragraph. The topic sentence will give your readers a preview of what the

paragraph will be about. A well-developed paragraph has a good topic sentence that states

its main idea. In addition, it will have three or four supporting sentences that support or

explain the main idea introduced by the topic sentence. Supporting sentences may also be

called details. The last sentence in your paragraph is called the closing or summary

sentence. Its purpose is to restate the main idea of your paragraph. One way to do this is to

reword the topic sentence so that the same main idea is expressed.11

In the other explanation, paragraph is a basic unit of organization in writing in which a

group of related sentences develops one main idea. A paragraph can be a short as one

9 Nancy M. kreml at ALL.2014. The Use’s guide to College Writing. (USA: Pearson education). p.17 10 Sally Barr Ebest and Gerald J. Alred. 2004. Writing From A to Z. (New York: McGrawHill), P. 11 11 Brenda Vance Rollins, Ed. D. 2009. How To Write A Paragraph. (Classroom Complete Press). P.9

sentence or as long as ten sentences. The number of sentences is unimportant; however, the

paragraph should be long enough to develop the main idea clearly.

In the other words, paragraph is a short unit of writing that has a beginning, a middle

and an end. Basically there are 5 kinds of paragraph that is narrative, descriptive,

persuasive, expository, and opinion paragraph12.

a. Narrative

A narrative paragraph gives the details of an experience or event in story form. It

explain what happens in natural time order.

b. Descriptive

A descriptive gives a clear picture of a person, place, idea, or thing. Think of the

word picture whenever you are writing a descriptive paragraph. Your writing need

to make a word picture.

c. Persuasive

Persuasive paragraph is what you write when you express an opinion and try to

convince the reader that your opinion is correct.

d. Expository

Expository gives fact, explain ideas, or gives directions.

e. Opinion paragraph

An opinion paragraph is similar to a persuasive paragraph. In each, you have a point

to make. With an opinion paragraph, you need to focus on your opinion, state you

think or feel about something, and support your point with your reasons for having

such an opinion.

A.7 Narrative Paragraph

12 Kathleen Christopher Null. 2010. How To Write A Paragraph. (USA)

Narrative, which tell a story. Oftentimes, narrative paragraphs do not have a a topic

sentence. Usually the writer tell the action right away in chronological (time) sequence.

Sometimes the paragraph begins with a general statement that sets the scene for the story

that is about to be told. Very often, narrative paragraphs are written in the first person point

of view. In other words, the writer tells a personal experience using the pronoun “I”.13

A.8 Narrative Writing

The narrative is the oldest structured form of human communication. Narration tells a

story in order to develop a main idea. Although writers usually arrange narrative paragraphs

in chronological order, they sometimes use such variations as flashbacks and flash-

forwards. Some narratives include dialogue; some gradually lead to a climax, the most

dramatic point in the story.14

a) Purpose of Narrative

Sometimes narrative writing can simply entertain the reader, however in formal

academic writing, the purpose of a narrative paragraph is to inform or persuade. To

add purposes, the topic sentence should establish a contention which the author will

set out to prove in the paragraph.

b) Generic Structure of Narrative

The generic structure of narrative is as follows.15

1) Abstract

The stage of abstract serves as a short introductory remark to the story.

2) Orientation

The stage of orientation tells ‘who is who and where’. This is to say that the

stage specifies who takes part in the story. The participants may be human or

13 Dr.Udis Lord,ph.D. 2005. Dr. Lord’s Supersonic Speed Reading and writing. (USA) 14 Donald Pharr and Shanti V. Buscemi. 2005. Writing Today. (New York: McGraw Hill). P.116 15 Anggraini Thesisia Saragih and Prof. Amrin Saragih. 2014. Course Book Writing. (Medan: Unimed

Press). p. 113

non- human beings, such as animal and things. The stage also indicates the

location, namely the place where the story takes places and the time when the

story happens. In other words, the stage of orientation specifies the participants

and circumstance of location covering spatial and temporal location.

3) Evaluation

At the evaluation stage, the narrator shows his/her judgments or comments of

the events of the whole story. The evaluation stage may occur once, twice, there

times or reiterated in unlimited times.

4) Complication

The stage of complication treats the crisis or climax in the story. This is the part

of the story where something goes wrong and becomes a serious problem. The

crisis is of great interest and suspense.

5) Resolution

The resolution stage explain efforts taken to solve the problem.

6) Coda

The stage of coda closes the story by additional remark.

The stage of abstract, evaluation and coda are optional. The stage of evaluation

is reiterated and may occur before or after a certain stage.

c) Language Features of A Narrative

The language features usually found in a narrative are:16

1) Specific character or certain nouns as pronoun (e.g stepsisters, housework)

2) Time words that connect events to tell when they occur or we call it time

connectives and conjunctions to order the events

3) Verbs to show the action that occur in the story

16 Annisa Rakhmi. 2002. Let’s Narrative A Text!.(Jakarta Timur:Balai Pustaka).P.26

4) Descriptive words to portray the characters and setting

5) Use of past tense

6) The vocabulary is relevant to personal, emotive (sad,happy,etc)

7) Direct speech is used quite a lot

8) Adverb and adverbial pharases to show place and event

9) Adjectives which form of noun phrase

d) The Example of Narrative Paragraph

Terrible Vacation17

Orientation

I had a terrible day last weekend. I went out to visit some places of interest in

Yogyakarta, unfortunately I got a serious problem with my car.

Complication

That day was so nice, and each of us looked very happy. We were only in two with

Empira and planned to go to Yogyakarta to visit come famous places of interest there. We

left for Yogyakarta at 7:00.

Nothing seemed go wrong in the beginning with our car, but funny sound began to

come out of the engine as the trip got farther leaving our house. We thought that it was

17 Pardiyono,M.Pd.2007. Pasti Bisa! Teaching Genre Based Writing. (Yogyakarta: Andi Offset). P.103

nothing serious as I had the car checked two days before our trip. Unfortunately, the strange

sound.

We thought that it was nothing serious as I had the car checked two days before our

trip. Unfortunately, the strange sound became louder and to our surprise, the temperature

signal told very hot up to the peak border. Not until our eyes got out of the signals, the car

suddenly stopped and it got burnt. When I opened the cap, I found out that it ran out of

water.

Resolution

We all got out of the car and thought what to do. We left the cap open and wait for the

engine to cool down before we filled up the radiator tank with enough water. When

everything was all right we tried to start the engine again, and fortunately it worked.

Coda

Although it was a little annoying, we were relieved that we could continue our trip, and

the car was all right till we got back home.

A.9 Students’ Achievement

Every people have skill and achievement in themselves, they will show develop and

shows their skill with their ways. Student achievement is a result from students effort and

skill. In other explanation, the students’ achievement means that the students learn

successfully an improve their knowledge with their effort and skill.18

There are many ways facilities that can be used such as hearing, sight, and heart. Allah

says in the Al-Qur’an:

18 Hornby. The Term Of Achievement. www.davidsongfied.org./db/articles/id/10461/aspx( accessed at 6

january 2015)

أخرجك من هك تشكرون والله مع والأبصار والأفئدة لعل هاتك ال تعلمون شيئا وجعل لك السه بطون أمه

Meaning: it is who brought you Forth from the wombs of your mother’s when you knew

nothing; and he gave you hearing and sight and intelegence and effection that you may give

thank (Allah).19 (An-Nahl: 78).

A.10 SWELL

SWELL (Social-interactive Writing for English Language Learners) method was

introduced by Teo. This method is applied to improve student ability in writing particularly

in writing narrative. SWELL method provides “wh” question as the guidance for the

students to get ideas. So, it was expected that students’ achievement in narrative writing

could be improve.20

a) SWELL method Procedures

The following describes detail the procedures that teacher of English language learners

can use to implement SWELL in their classroom.

Step 1 Ideas

To help students understand important components such as character, setting, problem,

and solution in narrative writing, SWELL provides complete question, most of which begin

with wh-words. They are:

Who did

What happened

19 Al-Qur’an, Departemen Agama (An-Nahl:78) 20 Adeline(LEI) K. Teo. 2006. The Catesol Journal 18.1.( Taiwan: Chun Shan Medical University)

Where did it happen

Who are the important people (main characters) in the story

Why did he/she/they do that

What was the problem

How did he/she/they solve the problem

What happened next

Then what

Did anyone learn anything at the end? What was it

(As any other questions you can think of.)

To help writers stimulate ideas, the helpers raise the questions stand above in any order

that seems appropriate, or the Helpers can put forth their own questions. As writers respond

verbally to questions, they jot down key words and are encouraged to add any relevant

information they might want to write about. The pairs then review the Writer’s key words

to establish some kind of rough order or organization for the writing. This could be

indicated by numbering the ideas or, perhaps, by observing that they fall into obvious

categories. Such categories could be color-coded, with the ideas belonging to them

underlined or highlighted with a marker.

Step 2 Making Draft

The key words in the notes created in step 1 should be placed where both members of

the pair can easily see them. In this step, there are five different stages as shown below,

varying from the simplest to the most challenging degrees of task difficulty:

Stage 1: helper writes it all, writer copies it all

Stage 2: helper writes difficult words for writer

Stage 3: helper writes difficult words in rough, writer copies

Stage 4: helper says how to spell hard words

Stage 5: writers writes it all

The teacher choose one specific stage from the five stages given to the students before

they move on to writing. However, one should keep in mind that stages chosen should not

be stagnant. They should rely on the students writing development. In other words, teachers

may choose a higher stage for the pair to work on when the students progress in their

writing. They may also go back one stage (or more) when they find that their students

encounter a particularly difficult stage.

After teachers choose a stage, the paired writers will receive instruction from the

teacher regarding what they are expected to do in that particular stage. The pair than process

to write. The teacher should emphasize that the writer does not have to worry too much

about spelling when he/she is writing a draft. Emphasis at this point should be on having

the students continue writing and allowing the ideas to flow.

Step 3 Reading

The writer read the writing aloud. If the Writer read a word incorrectly, the Helper

provided support if the Helper capable do so.

Step 4 Editing

Helper and Writer looked at the draft together, and the writer considered where he or

she thought improvements were necessary. At the same time, the Helper also considered if

there were any improvements the writer might want to make. The problem words, phrases

or sentence could be marked with a colored pen or pencil. There are five edit levels in this

step; they are meaning, order (organization), style, spelling,, and punctuation. The writer

and the Helper should inspect the draft more than once, to check on the different criteria on

each occasion.

The writer and the Helper should consider the five questions namely:

1. Does the helper (h) understand what the writer wants to say? 9idea and meaning)

2. Does the writing have a clear beginning,, middle, and ending? (order)

3. Are the words and sentences correct? (style)

4. Are the words spelled correctly? (spelling)

5. Is the punctuation correct and in the right places? (punctuation)

The order of each question shows the ranking of the importance of each criterion, the

first question being the most important, and the last being the least. Question 1 and 2 are

the two most important question, the pair should attention to while editing the written

products.. with the question in mind, the Helper marks any areas the Writer has missed, and

the Writer can make any additional suggestions about changes based on the writer ‘s own

reflection of their writing. Then the pair discussed the best correction to make, and when

agreement is reached, the new version is inserted in the text (preferably by the writer). If

the pair has doubt about spelling, they may refer to the dictionary.

Step 5 Making the best copy

The writer then usually copied out a neat or best version of the corrected draft. The

Helper could provide help when necessary, depending on the skill of the Writer. The best

copy was a joint product of the pair and both students should have their names on it. The

pair then turned in the completed copy to the teacher.

Step 6 Teacher’s evaluation

The last step, the students’ writing will be evaluated by the teacher. Students will have

an opportunity to receive comments and instructive feedback directly from the teacher.

When the Writer and the Helper turn in their best copy, the teacher will meet with them

and provide them with explicit writing and grammatical instruction as well as corrective

feedback. The teacher’s comments focus on meaning/idea, order, style, spelling, and

punctuation. The writer then were expected to review the correction and feedback together

as a pair.21

A.11 Conventional Method

Conventional strategy is the strategy emphasized on reading and writing learning is

about language through grammar-translation rather than learning to use language for

communication language learning as a mental discipline with memorization of vocabulary lists

and grammatical paradigms give high priority.22

In conventional approaches to speaking instructions, language-focuses activities rather than

learn focused activities are central. Teacher emphasizes pronunciation correctly, where the

correctly, where the correct pronunciation is an essential component of conventional approach.

B. Related Study

There are some research did the research about English writing. One of them is a study

by Ayu Wulandari. The researcher concerned on the effect of using SWELL method

students’ achievement in writing procedure text. This research was aimed to finding out the

significant influence of SWELL method in writing procedure text at SMPN N 2 SELESAI.

In this study, the writer used SWELL method to improve writing ability which is suitable

for teaching procedure text.

Second are Sitti Asriati, Universitas Muhammadiyah Makasar. This research entitled,

the use of social interactive writing for English language learners (SWELL) method to

develop the students’ ability to write narrative text. The objectives was to find out thee

21 Ibid, Adeline(LEI) K. Teo 22 B.W Robbinet, (1987), Teaching English to Speakers’ of other Language, Substances and Technique,

Minnessota, p.162

development of the students’ ability to write narrative text. This type of this research was

a classroom action research consisted of two cycles. The subject of this research were the

students of class XI in consisted of 10 men and 16 women in SMA Muhammadiyah

Sungguminasa, Gowa. The instrument of this research were writing test and observation.

The research findings indicated that the use of SWELL method could develop the students’

ability to write narrative text viewed from generic structure and language use. It proved by

the students’ mean score in cycle 2 test result was (77.81) which developed 16.31% from

the cycle 1 mean score (66.98). it was highly developed from diagnostic test (D-test) mean

score (58.69). the students’ development in cycle 2 indicated that it had met the researcher

score target (75), and considered to be successful criteria in developing the students’ ability

to write narrative text covering generic structure and language use.

C. Conceptual Framework

Writing is very important in English language learners. Writing is one of the

communication process that should be acquired by student. Writing narrative paragraph is

known as personal narrative when a person writers about himself or about his experiences.

Each students’ has different ability in writing a narrative paragraph. Some of the students

are not enthusiasm in writing. They have difficulty in good writing a narrative paragraph.

A paragraph a basic unit of organization in writing in which is a group of related

sentences develops one main idea. A paragraph can be a short as one sentence or as long

as ten sentences. The number of sentence is unimportant; however the paragraph should be

a long enough to develop the main idea clearly.

A narrative as a story, a retelling or a person’s experiences. that persons and those

experiences may be imaginary, fiction, or they may be real, as in biography. In writing

narrative paragraph, the reader not only try to understand what the author wants to give,

but also the reader should compare what their he writes and what he has known.

In order to develop this writing activity. There are numerous method that can give effect

the students in writing. The method is very helpful to create a comfortable condition in

learning since the students have opportunity to interact with the others by having discussion

and give affect in their writing narration.

Applying SWELL method will have significant effect on the students’ achievement in

writing narrative. SWELL method provides the list of the questions for the learners, by

answering and discussing these questions interactively. This method will help them to

understand about writing narrative paragraph and also it will help the students to get and

develop their ideas and make their class more relax and active in writing.

D. Hypothesis

Based on the explanation from the theoretical and conceptual framework above, the

hypothesis can be formulated as follows:

Ha : there is a significant effect of SWELL method on students’ achievement in

writing a narrative paragraph

Ho : there is no significant effect of SWELL method on students’ achievement in

writing a narrative paragraph